Teaching Driven by Pedagogy Research

​Some of us have begun our fall term, many more will begin soon, and all are preparing for less-than-normal instructional environments. Chances are your university has created teaching resources which have been helpful as you update your course design. I would like to share two major instructional resources by our colleagues that share a Teaching Driven by Pedagogy Research approach for your consideration. The first is from Columbia University, which includes a Pedagogical Strategies for Teaching Online section, which include:

• Adapting Your F2F Course to Online

• Asynchronous Learning Across Time Zones

• Active Learning: Five Strategies Using Zoom

• Accessibility in Teaching and Learning

• Inclusive Teaching and Learning Online

They also remind us of the pillars for effective teaching and learning in any mode, which may be more critical when offering different learning environments:

1. Focus and Align Learning Outcomes

2. Build Community

3. Triage Content

4. Scaffold Assignments

5. Frequent [two-way] Formative Feedback

6. Plan and Vary Class Activities

Secondly, The University of British Columbia has created a "Keep Teaching" website, which aligns with current research on effective teaching. They share a Guiding Principles Document (GPD), which details six key guiding principles. Additional information on each can be found in the GPD.

1. Approach course adaptation decisions with a commitment to compassion and care for everyone.

2. Use Course and Program-Level Learning Objectives to guide decisions and design.

3. Accommodate the reality that access to technology, including hardware and internet access, will vary across students.

4. Explore ways to adapt your course design and delivery to take advantage of the flexibility made possible by online learning while cultivating a strong, inclusive, online learning community.

5. Consider various ways to address academic integrity.

6. Consider implications for student progression.

Perhaps more than ever, we all need to be more efficient at identifying helpful, targeted teaching resources with a "just-in-time" philosophy. I hope that you may be able to quickly review these resources and identify the ones that will help you translate your exemplary teaching mode from current to an inclusive environment where all of our students can be successful.